Even though research has shown that educators who use data for decisions can increase student achievement (Carlson, Borman, & Robinson, 2011; Ebbler, 2016, Lai, Wilson, McNaughton, & Hsiao, 2014), studies have also shown that educators and schools are not effective with using data (Ebbler, 2016, Mandinach & Gummer, 2013; Marsh, 2012). Ebbeler, Poortman, Schildkamp, and Pieters (2016), describe data use as being “a complex, non-linear, and iterative process that requires educators to access data, collect data, analyze data, and turn the data into meaningful and useful information” (pg. 20). To make meaningful use of data, educators must have access to actionable data and then integrate this with their expertise and understanding of their context and teaching practices (Coburn & Turner, 2011; Marsh, 2012). In response to this need REL is designed to make data actionable and student specific for both students and educators to drive data driven decisions and improve student achievement.